To study music is to study the basics. Music is a
comprehensive art - within its study students come into contact with other
basic areas of the curriculum: math, science, social studies, languages and
physical education. While music is a subject with its own body of
knowledge, and is inherently worth knowing, its comprehensive nature serves
as a foundation for a unified and comprehensive educational setting.

In 1963, DECS Memorandum #11,s.1963 was issued
pointing out that Arts and Physical Education in the elementary grades were
often neglected for the sake of instructional and administrative
expediency. It called for the proper implementation of D.O. #1,s. 1957,
singling out Arts & Physical Education as the proper vehicle for DECS'
cultural revival program.The directive also aimed to make Art Education,
Music and Physical Education required subjects in the elementary grades.
Under Arts and Physical Education, all such subjects were to be allotted a
40-minute and 50-minute instruction time in the primary and intermediate
grades respectively. It was further stated that the above mentioned subjects
should not be sacrificed for the sake of any other subjects in the
elementary school curriculum. (DO Memorandum #1,s. 1963 - cultural Revival.
Through Art Education, Music and Physical Education in the Elementary
Schools).

Bulletin #6,s.1959, titled Improving the Teaching of Music,
was a follow up of D.O. #1,s. 1957, observations being that "music has for
some years not been seriously taught". Prescribed in this bulletin was for
music to be combined with Art Education and Physical Education , and not as
erroneously concluded from the title 'Art Education and Physical Education'
where Music seemed to have been scrapped from the daily schedule of
subjects. General Letter #23, dated July 21, 1956 gave specific
instructions that music should have a definite period or time on the day's
program in addition to its correlation with appropriate subjects.

As early as 1950, D.O. Memorandum #72, came out with a prescription
of "Music courses in the Secondary Schools' General Curriculum". Courses in
Second, third and fourth year were likewise suggested:

voice culture - for those inclined
to singing

courses on orchestral instruments

courses on band instruments - for those who wish to
learn the trombone, cornet, xylophone, saxophone, etc. The
explanatory work was either vocal or instrumental and should be for 6
weeks, 80 minutes a day.

The setback to the suggested music course offerings
were and still is the absence of orchestral and band instruments which
were/are very expensive. Some sectors did come to have band instruments via
donations or private sponsorship as fundings for their procurement was yet
to be appropriated.

The memo mentioned further that a school should not offer any music
course unless a qualified teacher is available. It deemed essential that a
teacher of music must have a thorough academic and professional training
experience, a pleasant and dignified personality alongside the provision of
a well-equipped music room.

A subsequent bulletin #6,s.1959 from the Bureau of
Public Schools, titled Improving the Teaching of Music underlined
that not any teacher can teach music. It states that a teacher of Music
should be one with a special aptitude, not only because he can sing or play
an instrument but also because he possesses a knowledge of Music reading and
notation. If there is only one qualified music teacher in a school, Music
instruction may be given once or twice a week for the total time allotted to
the subject during the week.

The Bureau of Public Schools likewise encouraged the
training of all music teachers: consultants from the General Office, Music
instructors from the nearest regional normal schools, and lay music leaders
of the community.

The increasing importance given to music education
was reflected in the passage of R.A. 4723 (Music Law). Enacted in 1966,
the Music Law was the first legislative Act in the history of the country to
directly benefit school music education. The law envisioned the upgrading
of Philippine Musical Culture through the improvement of Music instruction
on the elementary and secondary school levels of both public and private
schools.

The second Republic Act that has benefited Music
education is R.A. 5523. Enacted in 1968, the law has created various school
division positions. It specially provide for 10 music supervisory
positions in ten school divisions of the Bureau of Public Schools.

The initial implementation of the above stated laws
has firmly rooted music in the curriculum of both public and private schools
in the country.

Not until recently, the time allotted for each of
the three subjects: Arts, Music and Physical Education, were 40 minutes
daily for Grades I-IV, and 50 minutes daily for Grade V-VI.

With the implementation of the Music Law, the
subjects were subdivided into distinct areas, namely:

Music and Art

Physical Education

Implementing regulations of R.A. 4723 (Music Law) was
embodied in the bureau of Public Schools Circular #24,s.1967 but was
rescinded by Department Order #10,s.1970 with the advent of the 1970 Revised
Elementary Education Program. The latter provides that Music and Arts be
treated as separate subject areas with Music allotted 3 days a week and Arts
2 days.

The Philippine Society for Music Education (PSME), a non-profit
association composed of music educators all over the country, had its
beginnings on November 23, 1971. Its primary intent was to improve music
education in all its areas, to share new knowledge and ideas on music and
music education. Symposia, workshops and annual general assemblies marked
the infant years of PSME with Dr. Lucrecia S. Kasilag, now National Artist
for music as founding president. As a direct effect of its historic
formation, three music organizations - the Philippine Choral conductors'
Association, the Philippine Society for Organists, and the Piano Teachers'
Guild of the Philippines were likewise founded.

In November 7-9, 1975, the succeeding president Dean Corazon S.
Maceda spearheaded a workshop aimed at the formulation of goals of Music
Education in the Philippines. Twenty-nine workshop participants, all
distinguished Filipino educators, came up with well-articulated goals for
elementary, secondary and tertiary (music majors and none-music majors)
level of music education.

From 1975 onwards, PSME continued on its mission to improve music
education through yearly seminars and workshops and lecture series, to help
produce competent music teachers. One such notable program undertaken under
Dr. Loreto C. Gloria, was a nationwide scholarship program for public and
private teachers from elementary and high school. This program was
implemented in cooperation with the National Commission on Culture and the
Arts (NCCA) and the Philippine Normal University (PNU). To date, two groups
of Scholars have completed their training while a third batch is presently
being readied for the second summer session by 1999, with completion seen by
summer of 2000.

The Department of Education and Culture (DEC) issued an Order
#21,s.1973 which was a "Clarification on the Revised Physical Education and
Health, Music Pre-Military Training (PMT) and Scouting Program for School
Year 1973-1974. The course name was changed to Youth Development Training (YDT)
to replace Physical Education, Health, Music and PMT in the first to third
years of high school. Weekly schedules of 40 minutes per period were as
follows:

First
Semester

Second
Semester

Scouting

2 days

1 day

Physical
Education

1 day

2 days

Health

1 day

1 day

Music

1 day

1 day

Citizens' Arm Training (CAT), replaced PMT, PE,
Health and Music for the fourth year. A 40-minute weekly schedule per
period were to be followed for both semesters.

CAT

2 days

Physical
Education

1 day

Health

1 day

Music

1 day

As a YDT component, Music Education was offered in
all curriculum years. Approximately 65% of the total number of music pieces
to be learned in each curriculum year should consist of Philippine folk and
composed music and the rest, foreign music, to include internationally known
music matters. The creative uni-segmented and integrative conceptual
approaches are suggested for music teaching-learning situations.

Meanwhile, in 1970-71, the Revised Elementary Education curriculum
gave Music and Arts, 30 minutes per day, to schedule as follow:

First
Semester

Second
Semester

>Music

3 days

2 days

Art

2 day

3 days

Department of Education and Culture (DEC) Memorandum
#65,s.1974 announced a "Third National Seminar - Practicum in School Music
Education ", sponsored jointly by DECS, the Philippine National Society for
Music Education and the UNESCO National Commission of the Philippines, dated
September 7-8, 1974. It was held at Teachers' Camp, Baguio city. The theme
was: "Innovative Musical Dimensions for the furtherance of the Quality of
School Music Education in the New Society" with foreign music experts as
resource speakers.

The above national seminar-practicum came after the conclusion of a
5-year UP-BPS (University of the Philippines and Bureau of Public Schools)
Scholarship Program from 1968-1973. Annual scholarship recipients were
teachers teaching music both in the elementary and secondary schools. The
period covered 2 semesters and 1 summer with a stipend for books and a
living allowance including regular salaries. An average of 30 to 40 scholars
a year attended the program highly benefitting Music Education in the
country.

1971 saw the start of the National Music Competitions as an annual
undertaking aimed to discover and nurture young music talents from among
school children. Concerned music educators of varied expertise and
persuasions voluntarily came together to contribute their time and
experiences towards the yearly endeavor. Teachers prepared their choirs and
students to compete. The DECS in various regions through regional levels,
and the Cultural Center of the Philippines (CCP) was mainly responsible for
the week-long National finals held every last week of November. This
coincides with the National Music Week (Presidential Proclamation #1173
dated August 7, 1973). From then on, the competition expanded to include
not only children's choirs but also solo instruments, piano solos, youth
choirs, college choirs and eventually, also included the rondalla
competition.

In 1982, the Ministry of Education and Culture issued MEC Order
#6,s.1982 outlining the New Elementary School Curriculum (NESC). Beginning
school year 1983-84, the new curriculum was introduced by grade levels.
The gradual implementation of NESC in Grades I through Grade VI saw the
absence of Music in Grades I and II. In the Revised Elementary Education
Curriculum effective 1970-71, time allotment (minutes daily) for Music and
Arts was:

I

II

III

IV

V - VI

30

30

30

30

30

With the advent of the New Elementary School
Curriculum effective school year 1983-84, time allotment for Arts and
Physical Education became:

I

II

III

IV

V

VI

40

40

40

40

Music lost its identity with its marked absence in Grades I and
II. Music for the elementary grades was offered only from Grades III to VI.

Time allotment - Minutes per week for Arts and Physical Education:

I

II

III

IV

V

VI

200

200

200

200

Equal distribution of time for Music, Arts and PE was on a 2-2-2
plan the whole year round. In the mid-90's Physical Education regained its
foothold in Grades I and II through Gr. VI with 120 minutes per week time
allotment. Meanwhile Music and Arts remained integrated in Civic and
Culture in Grades I and II, while in Grade III and VI, they were eased out
of the equal time sharing and given only 80 minutes a week divided by the 2
areas, Music and Art. Music became a 40-minute, once-a-week-subject per
period. The preparation of students for Olympic competitions became the
thrust of DECS up to present.

The New Secondary Education Curriculum (NSEC) became effective by
School Year 1989-90. Physical Education, Health and Music, Citizen's Army
Training (CAT) remained a component of PEHM in the fourth year. Arts became
integrated with Music in the 3rd and 4th year levels.

Since 1973-74 with D.O. Memorandum #16.s.1973,v"Classification on the
Revised PE and Health, Music, PMT and Scouting Program - Music was given a
40-minute once-a-week time allotment at all levels. This continued with the
1989 NSEC but by 1997, under the Revised Rating System, time allotment for
PEHM/CATwas scheduled as follows:

Violeta E. Hornilla attended the Special Music Education Training Program at the University of Oregon and the University of Michigan. She is the president of the Philippine Society for Music Education (PSME) and is a member of the Committee on Music, National Commission for Culture and the Arts.